TEAMS Webinar Rubric

NOVEMBER 2015

Funding provided by the National Science Foundation Division of Research on Learning in

Formal and Informal Settings, Award No. 1238120

RMC RESEARCH CORPORATION 1 TEAMS WEBINAR RUBRIC:

DENVER, CO/PORTLAND, OR INSTRUCTIONS

TEAMS WEBINAR RUBRIC: INSTRUCTIONS

Dr. Michael J. Culbertson,1 RMC Research Corporation

Dr. Emma V. Espel, RMC Research Corporation

Vicki LaRock, RMC Research Corporation

Dr. John T. Sutton, RMC Research Corporation

Dr. Xin Wang, RMC Research Corporation

Brandie Ward, RMC Research Corporation

Amanda Withington, RMC Research Corporation

PROJECT DESCRIPTION

The Technical Evaluation Assistance in Mathematics and Science (TEAMS) project (DRL#1238120) is

funded under the National Science Foundation (NSF) Mathematics and Science Partnership (MSP)

Research Evaluation and Technical Assistance (RETA) program. TEAMS began operations in May 2013

with the specific goal to: Strengthen the quality of MSP project evaluation and build the capacity of

evaluators by strengthening their skills related to evaluation design, methodology, analysis, and

reporting. Any opinions, suggestions, and conclusions or recommendations expressed in this paper are

those of the TEAMS project and do not necessarily reflect the views of the NSF; NSF has not approved or

endorsed its content.

INSTRUCTIONS

The TEAMS Webinar Rubric is intended for use by project staff and evaluators (both internal and

external) of Mathematics and Science Partnership projects funded by the National Science Foundation

and the U.S. Department of Education. This rubric focuses on how the various components of the

webinar support and enhance participant engagement and is organized around 7 key webinar

components: Recruitment, Technology, Content, Organization, Delivery, Visual Aids, and Participant

Interaction.

Each section includes a set of indicators of webinar quality (text in boxes that extend across the whole

page) that may be rated on a 5-point scale: None, Minimal, Developing, Strong, and Exemplary. To assist

in rating, the scale for each indicator has been illustrated with a brief description of webinar quality at

each scale point (text in the set of 5 boxes beneath each indicator). Some features in the scale

descriptions may not be applicable to every webinar. The scale descriptions are intended primarily as

1 Follow-up correspondence can be directed to project lead Michael J. Culbertson at [email protected] or TEAMS

Principal Investigator John T. Sutton at [email protected].

NOVEMBER 2015





examples of the range of quality for the given indicator, not as prescriptive requirements for every

webinar.

After rating each indicator, take the average of the indicator scores in each section to obtain 7 webinar

component scores. The component scores may be reported together to provide a multidimensional

assessment of webinar quality. To obtain an overall score, average the 7 component scores.

The rubric is accompanied by a complete user’s guide with additional details regarding how the rubric

was crafted and examples of how the areas and key features can be seen in actual webinars. The user’s

guide also includes a set of features to consider when planning a webinar, as well as a set of reflection

questions for webinar organizers and presenters to use in self-assessment after the webinar.

REFERENCES

Badia, G. & Colosimo, A. (2013). Best Practices for Engaging Users in a Web Conferencing Environment.

Paper ID#6907. Atlanta, GA: American Society for Engineering Education – 120th

ASEE Annual

Conference and Exposition.

Communiqué Conferencing, Inc (2003). Conducting a Webinar: A step-by-step to planning and executing

a Webinar. Retrieved from http://www.communiqueconferencing.com/webseminarwhitepaper.pdf.

Fripp, P. (2009). 15 tips for Webinars: How to add impact when you present online. eLearn Magazine.

Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1595445.

Guanci, G. (2010). Best Practices for Webinars. Ingentaconnect: Creative Nursing, Volume 16, Number 3,

2010, pp. 119-121(3). Springer Publishing Company. Retrieved from

http://www.ingentaconnect.com/content/springer/crnu/2010/00000016/00000003/art00006.

Lande, L. (2011). Webinar Best Practices: From Invitation to Evaluation. Stout, WI: University of

Wisconsin. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2011/2011landel.pdf.

Lee, T. (2010). Webinar 101. Retrieved from http://timothyleear.blogspot.com/p/webinar-101.html.

Mitchell, O. (2010). 18 Tips on how to conduct an engaging webinar. Retrieved from

http://www.speakingaboutpresenting.com/presentation-skills/how-to-conduct-engaging-webinar/

Molay, K. Best practices for webinars: increasing attendance, engaging your audience, and successfully

advancing your business goals. White Paper 2009 [cited 2013 January 7]; Available from:

http://www.adobe.com/products/acrobatconnectpro/webconferencing/pdfs/Best_Practices_for_Webi

nars_v4_FINAL.pdf.

Yates, J. (2014) Synchronous online CPD: empirical support for the value of webinars in career settings,

Researchgate: British Journal of Guidance & Counselling, 42:3, 245-260. Retrieved from

http://www.researchgate.net/publication/260281922_Synchronous_online_CPD_Empirical_support

_for_the_value_of_webinars_in_career_settings.

NOVEMBER 2015





Wang, S. & Hsu, H. (2008). Use of the Webinar Tool (Elluminate) to Support Training:

The Effects of Webinar-Learning Implementation from Student-Trainers’ Perspective. Journal of

Interactive Online Learning, Volume 7, Number 3, Winter 2008. Retrieved from

http://www.ncolr.org/jiol/issues/pdf/7.3.2.pdf

Funding provided by the National Science Foundation Division of Research on Learning in Formal and Informal Settings, Award No. 1238120

RMC RESEARCH CORPORATION 4 TEAMS WEBINAR RUBRIC

DENVER, CO/PORTLAND, OR VERSION: NOVEMBER 2015

TEAMSWebinarRubric

Recruitment

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Audience – The webinar is advertised to an appropriate audience.

Examples: If the target audience is teachers, appropriate email listservs, Facebook groups, and school websites are used to advertise the webinar to those teachers.

The webinar is not

advertised.

The invitation does not reach an

appropriate audience, and the

target audience is unclear.

The invitation reaches an

appropriate audience, but the

webinar is also widely

advertised to irrelevant groups.

The target audience is unclear.

The webinar has a clear target

audience, but recruitment

efforts do not fully cover the

target audience.

The webinar has a clear target

audience, and recruitment efforts

specifically target the intended

audience.

Advertisement – The webinar is advertised sufficiently in advance and on multiple occasions.

The webinar is not

advertised.

The first invitation or

announcement is sent/posted less

than two weeks prior to the

webinar. The webinar is only

advertised once.


announcement is sent/posted at

least two weeks prior to the

webinar. The webinar is only

advertised once.


announcement is sent/posted at

least two weeks prior to the

webinar. The webinar is

advertised more than once.

The first invitation or announcement is

sent/ posted at least one month prior

to the webinar. It is advertised multiple

times and through multiple media (e.g.,

website, email, newsletters, social

media).

Invitation Content – The invitation provides complete and accurate information about the content of the webinar.

No webinar invitation is

provided.

The webinar invitation provides

information about when the

webinar will occur but does not

provide information about who is

presenting, what content the

webinar will cover, or how to

register for the webinar.

The webinar invitation provides

some basic information about

when the webinar will occur,

who is presenting, what content

the webinar will cover, and/or

how to register for the webinar.

The invitation provides partial

information about who is

presenting, what content the

webinar will cover, and when

the webinar will occur, but the

information is not substantive.

The invitation provides

instructions for registering for or

accessing the webinar.

The invitation provides complete and

accurate information about who is

presenting (including a short bio

and/or a photo), what content the

webinar will cover, and when the

webinar will occur. The invitation

provides instructions for registering for

or accessing the webinar.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Invitation Format – The webinar invitation is easy to read, stylistically appropriate, and visually engaging.

No invitation is provided. The webinar invitation contains

some typos and/or errors.

Formatting to make the invitation

easy to read or engaging is not

used.

The webinar invitation is free of

typos and errors. Formatting to

make the invitation easy to read

or engaging is not used.

The webinar invitation is free of

typos and errors. Bolding,

subheadings, and/or bullets may

be used, but they do not

consistently highlight key

messages.

The webinar invitation is free of typos

and errors. Bolding, subheadings,

and/or bullets are used to highlight key

messages. The invitation is easy to read

and visually engaging.

Invitation Format – The webinar invitation is easy to read, stylistically appropriate, and visually engaging.

No registration

information is provided.

Webinar registration information

provided in webinar

advertisements (e.g., website,

email invitations), is incomplete or

unclear and/or completing the

online registration presents

technology challenges.

Webinar registration

information provided is

complete, easy to follow and

there are no glitches with the

online registration process.


information provided is accurate

and complete. The online

registration process is user-

friendly and absent of any

technology problems.

Registrants receive a

confirmation email after they

complete the registration form.

Complete webinar registration

information is provided in the

invitation email. The registration/ sign-

up process is clear, concise and user

friendly. Registrants receive a

confirmation email after they complete

the registration form. The confirmation

email includes the link to the webinar

and may include an Outlook calendar

invite. The registration site provides

information about when the webinar

will occur, who is presenting, and what

content the webinar will cover.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Registration – The registration process provides participants with complete and accurate information about how to access the webinar.

Examples: The invitation directs potential participants to a website where they enter their contact information, and participants receive a confirmation email with a link to the

webinar. Participants email a coordinator to signal their intent to participate. For open webinars with no preregistration, advertisements contain all necessary information to

access the webinar.

No registration

information is provided.

Webinar registration information

provided in webinar

advertisements (e.g., website,

email invitations), is incomplete or

unclear and/or completing the

online registration presents

technology challenges.


information provided is

complete, easy to follow and

there are no glitches with the

online registration process.


information provided is accurate

and complete. The online

registration process is user-

friendly and absent of any

technology problems.

Registrants receive a

confirmation email after they

complete the registration form.

Complete webinar registration

information is provided in the

invitation email. The registration/sign-

up process is clear, concise and user

friendly. Registrants receive a

confirmation email after they complete

the registration form. The confirmation

email includes the link to the webinar

and may include an Outlook calendar

invite. The registration site provides

information about when the webinar

will occur, who is presenting, and what

content the webinar will cover.




Technology

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Tools – Presenters provide an overview of the technology platform being used for the webinar prior to or at the beginning of the webinar.

Examples: At the start of the webinar, presenters explain the chat box function and how to select the audience for a comment/question. At the start of the webinar or before a

specific poll/activity, presenters explain how to use specific response features (e.g., raising a hand, clicking into the poll).

The presenters do not

provide any information

about the technology

platform and available

features that is being

used in the webinar.

The presenters only provide

information regarding the

technology platform and available

features as participants ask

questions about them during the

webinar.

The presenters provide an

overview of some of the

available features but not all.

Participants still may be asking

how to submit questions,

provide responses, and/or use

other platform features during

the presentation.

The presenters provide an

overview of most of the

available features but not all.

Participants still may be asking

questions during the

presentation about using

platform features that have not

been sufficiently explained.

The presenters provide an overview of

all necessary features of the webinar

platform that allow participants to

actively engage in the webinar. Few

participants are asking questions about

specific features of the webinar

platform during the presentation.

Distractions – The webinar is free of distractions.

Examples: Distractions include things like pop-up computer notifications, cell phones ringing, people/pets coming in and out, presenters not knowing how to use the software,

or presenters being positioned directly in front of a light or a distracting background/picture.

The webinar cannot be

completed due to

technology errors.

There are a number of substantial

distractions throughout the

webinar that impede the flow of

the webinar.

There are some distractions

during the webinar, but the flow

of the presentation is not

constantly interrupted.

There are a few minor

distractions during the webinar

that are barely noticeable.

There are no distractions during the

webinar.

Supplemental Materials – Clear instructions are provided to participants on how to access the archived webinar recording and other supplemental materials.

Examples: Participants are informed that the webinar will be recorded and given the information to access the archived webinar video and presentation slides. Links to

supplemental materials, such as handouts or other resources, and presenters’ contact information are included in presentation slides.

No instructions are

provided on how to

access the webinar

recording, slides, or

supplemental materials.

Instructions for accessing the

webinar recording and slides are

unclear and/or incomplete.

Supplemental materials are

incidentally mentioned, but they

are not actually made available. Or

materials are made available, but

participants are not notified.

Instructions for accessing the

webinar recording and slides are

available and accurate.

Participants are made aware of

the supplemental materials, but

instructions for accessing them

are unclear.

Clear and explicit instructions

are provided for how to access

the webinar recording, slides,

and supplemental materials

after the presentation is

complete.

Clear and explicit instructions are

provided for how to access the webinar

recording and/or slides at the end of

the presentation. Additionally, written

instructions are provided in follow-up

communication with participants.




Content

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Presenter Information – Presenters are introduced and their backgrounds, including credentials relative to the webinar topic, are provided prior to and/or at the beginning

of the webinar.

Examples: Information about presenters and their professional affiliations is provided in the webinar invitation or description, and presenters are introduced using bio or

background information before their presentations begin.

The presenters are not

introduced and their

credentials and

backgrounds are not

provided.

The presenters are introduced

during the webinar but their

credentials and backgrounds are

not provided.


and their credentials are

provided during or prior to the

webinar, but the relevance of

the presenters’ expertise to the

webinar content is not clear.


and their credentials are

provided. Some of their

credentials directly relate to the

topic of the webinar.

The presenters are introduced and

introductions include how their

backgrounds and credentials qualify

them to speak knowledgeably about

the webinar topic.

Goals – The topic and objectives or goals of the webinar are clearly communicated to the audience.

Examples: The topic(s) and objectives are provided in the webinar description or invitation email and the content and what the audience is expected to learn are stated at the

beginning of the webinar.

The topic and

objectives/goals are not

communicated with the

audience prior to or

during the webinar.

The topic and objectives/goals of

the webinar are briefly stated prior

to or at the beginning of the

webinar, but it is not clear how the

webinar’s topic is related to the

objectives/goals.

The topic and objectives/goals

of the webinar are clearly stated

prior to or during the webinar.

The webinar’s topic appears to

be related to the

objectives/goals, but the

connection may be implicit.

The webinar’s topic and

objectives/goals are clearly

stated and referenced

throughout the webinar.

The webinar’s topic and

objectives/goals are clearly stated and

referenced throughout the webinar,

and explicit connections are made

between the webinar’s topic and its

objectives/goals.

On Task – The webinar content matches the stated goals or objectives.

There are no clear and

explicit objectives/goals

for the webinar.

The webinar content does not

match the stated goals.

The webinar content aligns with

some of the stated goals or

objectives.

The webinar content aligns with

most of the stated goals or

objectives.

The webinar content clearly aligns with

all the stated goals or objectives.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Relevance – The webinar promotes learning a new task, skill, or content that is relevant to the audience’s real-world problems.

The webinar does not

teach a new task, skill, or

content.

The webinar teaches a new task,

skill, or content. However, the new

learning is not relevant to the

target audience.


skill, or content that is

somewhat relevant to the target

audience.


skill, or content that is relevant

to the target audience.

However, the connection

between the new learning and

solving real-life problems is not

explicit.

The webinar uses multiple real world

problems and examples that

contextualize the new task, skill, or

content throughout the webinar. All

examples and problems are relevant to

the webinar topic and its target

audience.

Organization

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Direction – The webinar introduction includes an outline or agenda.

No webinar outline or

agenda is provided.

An outline or agenda is displayed

briefly without comment.

The presenters read the outline

or agenda at the beginning of

the webinar.

The presenters introduce the

outline or agenda at the

beginning of the webinar and

explain how the webinar’s

components fit together.

An outline or agenda is presented and

discussed at the beginning of the

webinar, and revisited during

transitions and at its conclusion.

Outline Accuracy – The webinar outline or agenda reflects the webinar’s structure and content.

No outline or agenda is

provided, or the webinar

outline or agenda does

not accurately reflect the

webinar’s structure and

content.

The webinar outline or agenda

minimally reflects the webinar’s

structure and content.


partially reflects the webinar’s

structure and content.


accurately reflects the webinar’s

structure. However, it does not

provide clear expectations of

the content to be covered.


accurately reflects the webinar’s

structure and provides clear

expectations of the content to be

covered.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Information Chunking – Webinar information is presented in small segments.

None of the webinar

information is presented

in small segments.

Some portions of the webinar are

presented in segments, but the

segments are lengthy.

Some portions of the webinar

are presented in small

segments. Other information is

presented in lengthy segments.

Most portions of the webinar

are presented in small

segments.

All webinar information is organized

into and presented in small segments.

Structure – The webinar presentation is well-organized.

Webinar information is

not presented in a

logical, easy-to-follow

sequence.

Webinar information is presented

in a logical sequence, but it is

difficult to follow. No transitions

are used to make connections

between sections.


presented in a logical, easy-to-

follow sequence. Some effort is

made to use transitions to

provide connections between

sections, but the transitions are

minimal.


presented in a logical, easy-to-

follow sequence. Some explicit

connections between sections

are made using transition

statements, graphic organizers,

relational phrases, or other

techniques.

Webinar information is presented in a

logical, easy-to-follow sequence.

Presenters make explicit connections

between all sections using transitional

statements, graphic organizers,

relational phrases, or other techniques.

Delivery

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Variety – The webinar shifts between presentation modes regularly throughout the webinar.

Examples: Shifts in presentation mode include moving from lecture to discussion, switching speakers, alternating between receptive and interactive activities, changing visual

layouts, modulation of tone, etc.

The webinar uses only

one presentation mode.

The webinar primarily uses one

presentation mode, with some

token usage of other modes.

The webinar alternates between

two presentation modes, but

shifts between presentation

modes occur infrequently.

The webinar alternates between

several presentation modes, but

shifts between presentation

modes occur infrequently.

The webinar incorporates a variety of

presentation modes and changes

presentation modes at least every 10

minutes.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Reflection – The webinar provides time for participants to absorb a new idea or key information before moving on to the next new idea.

Examples: Time to absorb an idea is provided by including pauses, additional examples, connections to other ideas or real-world experiences, opportunities to apply the idea to

practice, reflection questions, discussions, summaries of what has been covered, etc.

New ideas are

introduced one after the

other with little time in

between.

The webinar includes a few

opportunities for participants to

absorb new ideas, but most ideas

are presented one after the other

with little time in between.

The webinar includes pauses

after each major section of

content, but new ideas within

sections are introduced one

after the other with little time in

between.

The webinar provides an

opportunity to absorb each new

idea before moving on to the

next.

The webinar provides opportunities to

absorb each new idea before moving

on to the next that are made explicit

and/or directly guided by the

presenter.

Transitions – The transitions throughout the webinar are smooth with minimal delays.

Examples: Transitions include changing speakers, moving to new topics, switching between communication tools (e.g., from slides to a poll). Transitions are not smooth when

there are lengthy pauses or silences during the transition, presenters are not sure of who or what is coming next, presenters fumble with software controls, the technology

does not load or respond promptly, etc.

No clearly marked

transitions occur during

the webinar.

Transitions result in substantial

delays and challenges.

Many transitions result in

delays.

A few transitions result in some

minor delays.

All transitions take place without

delays.

Visual Aids

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Purpose – Slides are used to emphasize presenters’ main points, not as a script to be read from directly.

All slides are full of text

and read word-for-word

during the webinar

without additional

elaboration.

All slides are full of text and read

word-for-word during the webinar

with little elaboration added.

Most slides are full of text and

read word-for-word during the

webinar with some elaboration

added.

Most slides are text heavy but

not read word-for-word during

the webinar.

Slide text is reserved for key words and

concepts. Details and explanations are

delivered verbally or through the use

of supplemental materials.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Readability – Visuals, including slides and graphic elements, can be ready easily on a computer screen.

Examples: Slides contain a minimal amount of text. Text makes use of a small number of simple fonts. Text, including text within figures, tables, graphs, and charts, is large

enough to read easily. Images are in focus and in high resolution so that they are not blurry or grainy. Slides contain a limited number of colors that provide high contrast.

All visuals, including text

and images, are difficult

to read.

The majority of slides are difficult to

read.

Most slides are clear, but there

are some visuals that are

difficult to read.

All visuals, including text and

images, are easy to read.

All visuals, including text and images,

are easy to read. A limited number of

fonts in high-contrast colors, are used

throughout to achieve readability and

visual consistency.

Scaffolding Information – Presenters scaffold information by presenting visual aids, including text and images, one component at a time.

Examples: Presenters reveal large sections of text one point at a time so each point scaffolds information from the previous point. If a complex diagram or a graphic containing

multiple elements is discussed, each element is revealed as it is discussed, or attention is directed to each element individually and sequentially by using arrows, highlighting, a

pointer, etc.

There is no use of

scaffolding. All slides

reveal all components of

text or graphics at once.

Very few slides reveal components

of text or graphics in small

segments. There are many missed

opportunities for scaffolding

learning by presenting ideas one at

a time.

Many of the slides reveal

components of text or graphics

in small segments, but several

contain missed opportunities for

scaffolding learning by

presenting ideas one at a time.

Most slides reveal components

of text or graphics in small

segments, though there are a

few missed opportunities for

scaffolding learning by

presenting ideas one at a time.

One main idea is presented or revealed

at a time within each slide.

Components of text or graphics are

revealed in small segments or one at a

time.

Visual Relevance – Visuals (pictures, charts, tables, graphics, etc.) are clearly related to the topic.

None of the visuals are

obviously relevant to the

webinar topic or the

information presented

on the slide.

Few visuals are clearly or obviously

related to the webinar topic or

information contained in the slide.

Some of the visuals are clearly

or obviously related to the

webinar topic or information

contained on the slide.

Most of the visuals, but not all,

are relevant to the topic or

information presented on the

slide.

All visuals are highly relevant to the

webinar topic or information

presented on the slide.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Visual Variety – A variety of visuals are used during the webinar to enhance cognitive processing and maintain audience focus.

Examples: Visuals include simple illustrations, charts, tables, graphs, photos, diagrams, etc.

No visuals, other than

text, are used during the

webinar.

Visual elements other than text are

rarely incorporated in the webinar.

Visual elements other than text

are incorporated throughout the

webinar, but primarily represent

only one type.

Visual elements of several

different types are used

occasionally during the webinar.

Visual elements representing a variety

of different types are used throughout

the webinar.

Participant Interaction

None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Active Learning Approaches – The webinar includes the use of active learning approaches and/or interactive activities.

Examples: Active learning approaches include demonstrations, simulations, scenarios, games, and questioning. Interactive activities include polling, active questioning, collective

wondering, discussions, and co-creation of objects or products.

The webinar does not

include any active

learning approaches or

interactive activities.

The webinar includes active

learning approaches or interactive

activities in a superficial way.

The webinar includes some

meaningful opportunities for

active learning or interactive

activities but does not promote

audience reflection or

application of a new task, skill,

or content.

The webinar includes some

meaningful opportunities for

active learning or interactive

activities, and the presenters

promote audience reflection or

application of a new task, skill,

or content.

A variety of active learning approaches

and interactive activities are included

throughout the webinar, and the

presenters promote audience

reflection or application of a new task,

skill, or content.




None

(0)

Minimal

(1)

Developing

(2)

Strong

(3)

Exemplary

(4)

Expectation of Participation – Presenters clearly communicate participation expectations, including expectations for active or passive participation.

Example: Presenters directly ask the audience to use a webinar platform function to answer questions when the expectation is active, synchronous participation. When posing

questions participants are to reflect on internally, presenters provide appropriate prompts to communicate that expectation.

Presenters do not

address expectations for

passive or active

participation from the

audience.

Presenters make a general

announcement regarding

expectations for participation at the

beginning of the webinar but do

not reinforce this expectation at

any other time during the webinar.



expectations for participation at

the beginning of the webinar

and reinforce this expectation

during a few opportunities

within the webinar.



expectations for participation at

the beginning of the webinar

and reinforce this expectation

during most opportunities

within the webinar.

Presenters clearly communicate the

overall expectations for passive and/or

audience participation and reinforce

expectations at each opportunity

throughout the webinar.

Questions – There is opportunity for participants to pose questions throughout the webinar.

Example: Participants can submit questions through a chat box or other platform function like raising a hand to ask a question verbally. Presenters pause periodically to solicit

and answer questions.

There are no

opportunities for

participants to pose

questions at any point

during the webinar.

There is an opportunity for

participants to pose questions near

or at the end of the webinar.

However, there is no time to

address any of the questions.

There is an opportunity for

participants to pose questions

near or at the end of the

webinar, and there is a sufficient

amount of time to address one

or more of the questions.

There are several opportunities

throughout the webinar for

participants to pose questions,

but few opportunities include

sufficient time to address

questions.

There are several opportunities

throughout the webinar for

participants to pose questions, and

most opportunities have sufficient time

to address questions.

Documents

TEAMS Webinar Rubric